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Peripatetic Support
Service
Hearing Impairment
Hearing Impairment may be –
Temporary – often glue ear
 Permanent – damage to auditory nerve
 A permanent loss made worse by glue ear
 Mild, moderate, severe or profound
 Worse in high or low frequencies
 Present in one ear or two
 Present at birth or acquired later
 Progressive
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Should you be concerned?
‘He hears when he wants to…’
 ‘She daydreams a lot…’
 ‘He’s just ignoring me…’
 Misunderstands instructions
 Watches intently
 Behaviour
 Speech
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Permanent Childhood Hearing Impairment
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Permanent childhood hearing impairment is not a
learning difficulty as such, but it can have a significant
negative impact on a child’s speech and language
development, communication skills, social integration
and educational progress.
Poor test results indicate need for further investigation –
tests not standardised on HI.
Prevalence is 1.33/1000 live births
Hearing aids usually help, but they don’t correct hearing
the way glasses correct vision.
Temporary Childhood Hearing Loss
Usually glue ear
 Common in under 5’s; usually outgrown
 May affect speech development
 May affect concentration
 May affect behaviour
 Hearing may fluctuate
 Background noise makes things harder
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Children with a hearing impairment understand more when
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They sit within a few feet of a speaker
They can see a speaker’s face in good light
The better ear (if any) is towards the speaker
Hearing aids are working optimally
FM systems are used as recommended
Speakers use natural, clear speech
Background noise is kept to a minimum
They know the context of what is being said
Deaf Friendly Classroom Strategies
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Have the pupil’s attention before speaking
Be sure your face is in good light
Speak clearly, using natural language
Don’t cover your mouth when speaking
Don’t turn your face away from the pupil when speaking
Use visual clues and information
Use handouts
Write down new language
Don’t assume comprehension – check discreetly
Particularly difficult times
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Background noise e.g.canteen, technology, HE
Group discussion – one speaker at a time
Discussion – allow pupil to turn round
Change of topic
Listening and writing at the same time
Relay questions, comments
Using board
Taking down homework
Peripatetic Support Service for the Hearing Impaired
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Children age 0 – 19, from diagnosis
Pre-school support
Teaching support
Non-teaching support
Advice to schools, parents
Assessment of children’s hearing - referrals
Training for schools, health personnel
Hospital and Community Clinics
ccea - exam modifications
Multi-agency working
Contact
Peripatetic Support Service for the Hearing Impaired
Fortwilliam Centre, Fortwilliam Park
Joyce Smyth (Senior Teacher)
Mary Gordon
Jane Atkinson
Kerry McAleer
Anne Marie Kerrigan
email [email protected]